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COPYRIGHT DEPOSIT 




POCKET PEDAGOGICAL LIBRARY. 1. 

EDUCATION 

IN ITS 



Physieal Relations 



WITH SPECIAL EEFEEENCE TO 



PREVALENT DEFECTS IN SCHOOLS, 



BY 

WILLIAM JOLLY, F. R. S. E., F. G. S., 

H. M. Inspector of Schools, Scotland. 



Edited for use in the United States. 



New York: 
WILLIAM BEVERLEY H PRISON. 

1893. 



MAPS, 

CHARTS. 

GLOBES. 



BLACKBOARDS, 

SCHOOL BOOKS, 

OF ALL PUBLISHERS. 

SCHOOL SUPPLIES 

OF ALL KINDS. 

SCHOOL FURNITURE. 
WILLIAM BEVERLEY HARISON. 

59 FIFTH AVEME, 

NEW YOKK CITY. 



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Copyright, 1893, 
By William Beverley Hakison. 



"A man's body and his mind— with the utmost 
reverence to both I speak it —are exactly like a Jer- 
kin and a Jerkin's lining: rumple the one, you rum- 
ple the other.— Sterne. 



Stuyvesant Press, 154 & 156 W. 27th St., N. \ . 



PEEFACE 



As will be seen, this pape-r is mainly a 
series of rapid suggestions on important 
educational subjects, addressed to earnest, 
practical educators. Its publication has been 
requested, as containing truths that it would 
be well for our schools to act more upon. 
Tt is hereby issued, in the hope that it may 
somewhat help to make school work happier, 
broader, and more educative. There is cer- 
tainly urgent need for this being done, 
amidst the growing tendency to make cer- 
tain scholastic results the all-in-all of educa- 
tion. 



CONTENTS. 



PAGE 

Introduction 7 

A VIOLATIONS OF PHYSICAL LAW IN 
EDUCATIONAL PKACTICE. 

I. Violations purely or chiefly Physical. 

1. In regard to School Conditions 8 

(1) Ventilation 8 

(2) Cleanness of Premises 10 

(8) Brightness 12 

(4) Desks 14 

(5) Seats 15 

(6) Separate Cloak-rooms 16 

(7) Scrapers and Mats 17 

(8) Safflcient Covered Courts 17 

(9) Water Closets... PT 

2. In regard to School Habitudes. 

(1) General Attitudes of Children 18 

(2) Folding the Arms over the Chest 19 

(3) Class-drill.. 21 

(4) Cleanliness and Tidiness in person and 

dress 23 

(5) Position and action of the organs in 

Singing 24 

(6) Position and action of the organs in 

Speaking 26 



6 Education in its Physical Relations. 

II. Physico-Mental Violations. 

1. The Neglect of Frequent Intervals in School- 

work 28 

2. The Neglect of Alteratives in School- work 29 

(1) Frequent and contrasting Change of Sub 

i ect 31 

(2) Shorter Lessons — 31 

(3) Physical Exercises frequently intt^r- 

polated 32 

(4) Music as a Renovator 34 

(5) Renewal of Inteiest 36 

(6) Broader Curriculum in Lower Classes 37 

(7; Preservation of Cheei fulness and Nat- 
ural Vivacity 39 

(8) Greater use of Humor and Liughter 42 

3. The Over-use of Memory 45 

4. Pressure on Infants from Inadequate Infan- 

tine Training — 50 

B. THE SYSTEMATIC TRAINING OF THE 

BODY— PHYSICAL EDUCATION. 

Modes of Physical Education 

. (1) Without Apparatus 52 

(2) With Apparatus 53 

C. AN EXISTING SPECIAL FORM OF OVER- 

PRESSURE. 

1. Over-straining for Technical Resu ts 53 

2. The Need of Recuperative Alteratives 54 



EDUCATION IN ITS PHYSICAL 

I 

I KELATIONS. 

I Our education is sUll very one-sided. Wiiile 
: improving certain subjects, we have neglected 
others — some partially, not a few entirely. 
I Of no part of real culture have we shown 
I greater disregard than of the physical. With 
all our growing knowledge of educational 
theory, we are still nearly as far behind in 
I practice in regard to the Training of the 
i Body as we we' e at the Revival of Learning, 
some three centuries ago, in spite of all the 
ancients taught and practised in this field 
that should shame us. We have still to act 
on the truth we know, that, as Montaigne 
has expressed it, " It is not a mind, not a 
body, that we have to educate- it is a man, 
of whom we are not to make two beings;" 
or, as Gladstone has epigrammatically de- 
fined it, "Educating is man-making." The 



8 Education in its Physical Relations. 

mind we have attended to ; the body we have 
practically neglected. Hence the dual unity 
— the man, the symmetrical oneness of body 
and soul— we have never, as a people, pro- 
duced. 

Our neglect of Physical Education shows 
itself in many departments, to which I desire 
now to direct attention, with a view to 
practical results in our daily school work ; 
and I speak solely of things as they still 
exist, and as they ought not to be. 

A. — Violations of Physical Law in Educa- 
tional Peactice. 

I. Violations Pueelt or Chiefly Physical. 
1. In Regard to School Conditions : — 

(1) Ventilation. — It is surprising that, with 
all our scientific progress, we are still so 
practically ignorant, one might almost say 
helpless, in regard to the right ventilation 
of our homes and schools — the effective 
removal of foul air as it is generated, and 
the introduction of tempered pure air for con- 



Education in its Physical Relations. 9 

sumption. It is not that we do not now 
recognise its importance and try to secure it 
in our new schools, to the best of our ability, 
but that the methods available lack effective- 
ness. Every-day experience, in home, hal], 
and school, proves this, even when large 
sums have been spent to make it as perfect 
as science can make it. There would seem 
to be no daily want more crying, in regard 
to house construction, than proper ventila- 
tion ; and the inventor who solves that 
practical problem will be a benefactor to the 
race. 

In most modern schools, ventilation is 
more or less attended to, though in not a few 
it is still very defective, to the shame of the 
managers. But there stands the fact — it is 
far from being perfect, especially in relation 
to the numbers in a room. Unfortunately, 
here, as in all else, custom blunts perception ; 
and the breathing of impure air hides its 
presence from us. I have often wished that 
some practical scientist would invent some 
kind of aerometer, like the anemometer — not 



10 Education in its Physical Relations. 

to gauge the strength of the air when in 
motion, but to register the degree of its 
purity when at rest. We want an instru- 
ment, to be hung up in a room, similar to a 
thermometer (which indicates the amount of 
heat), to show to the eye the amount of im- 
purity that is being poured into the air by 
the inmates, and thus help towards its re- 
moval ; like ozone tests or the solar photo- 
meter. This idea I herewith make a present 
of to our inventors, assured that whoever 
succeeds will make a fortune, as well as im- 
prove national health. 

With the existing defects in our best 
schools, the only cure lies in greater watch- 
fulness by our teachers, to keep the air as 
pure as possible. As yet, they do not see to 
this vital element at all as they ought to do. 
Not a day passes but examiners feel and 
remonstrate against its neglect. Our duty 
seems to be to watch and ventilate. 

(2) Cleanness of th". Premises. — The need 
of thorough cleanness of floor requires no 
pressing. If washed sufficiently often, it 



EducoMon in its Physical Relat'ons. 11 

comes to be done with comparatively little — 
and lessening — labor. I recommend the fort- 
nightly washing of floors ; it ought on no 
account to be less often than once a month. 

The dusting of rooms also is often defec- 
tive. Every open surface where dust can 
lodge should be carefully wiped, especially 
shelves and places hidden from view; notably, 
the shelves below the desks, which are 
greatly neglected. Here, again, each teacher 
should see that this is effectively done. 

The bad effects of want of thorough clean- 
ness of floor and furniture are very great, 
especially with large numbers, in crowded 
and unhealthy localities. The lungs get 
fouled and deteriorated by floating particles, 
and, what is more serious, thus inhale the 
germs of discomfort and disease, especially 
where the clothing of the pupils is not so 
clean as it should be. Under all circum- 
stances, the effects of negligence are bad, but, 
with a little more care and outlay, could 
easily be avoided. Yet I have known not a 
few managers, both public and private, ob- 



12 Education in its Physical Relations. 

ject to take the requisite steps, and murmur 
not inaudibly when forced to do it, on the 
miserable plea of expense. 

(3) Brightness. — Nothing contributes more 
to happy and successful work , as all teachers 
well know, than bright surroundings where 
work is carried on, in light, and in color of 
wall, roof and furniture. Physical light 
truly becomes transmuted into mental light, 
intellectual and moral — a blessed fact that 
we are now happily beginning to recognize 
more in our schools. As a rule, these are 
well lighted. We are still, however, behind 
in not securing that the light should enter at 
the proper side and angle for both teacher 
and pupil ; and in having the windows too 
low, at or under the level of the eye, so that 
either teachers or pupils, or both , are pained 
by a distressing and hurtful glare. ISTot sel- 
dom, we yet have windows without blinds, as 
I had to report on a few weeks ago in regard 
to a school otherwise well appointed, where 
the windows, large and numerous, looked 
straight south, and where the repeated 



Education in its Physical Relations. 13 

request of the headmaster for protection 
against the blinding sun had been for years 
refused, on the ground of cost ! 
I The color of wall and desk should be light 
i and pleasing and one is glad to note a grow- 
ing use of some of the finer essthetic tones, 
! in place of the old forbidding and trying 
plain white, ochre, and worse shades. Still, 
dullness in room and furniture is more com- 
1 mon than would be believed, and my reports 
I have been laden with recommendations for 
' its renovation. 

Desks and seats are often duller and dirtier 

1 than the walls. They can easily be made to 

' look as good and bright as new, hy re-planing 

I and varnisMng the old surfaces, which can be 

done at small outlay, with delightful effect. 

Then, as we are all beginning to perceive 
more, the general aspect of a room can be 
enlivened to a remarkable extent by inexpen- 
sive but tasteful decorations. In this way, 
our class-rooms, as I have often said, might 
be made as pleasant as our parlors. Why 
should they not ? Our children spend the 



14 Education in its Physical Relations. 

greater part of their waking hours there, and 
ought, as far as possible, to be surrounded 
by bright, pleasant, and tasteful things. If 
this were done, we should have in our schools 
sweeter discipline, healthier, happier tone, 
and brighter, clearer work. We should also 
initiate in our country, as has been so fre- 
quently urged, a leformation of public taste, 
which would brighten our homes and raise 
our national habits and pursuits. 

(4) Desks. — Our present desks are certainly 
great improvements on their predecessors. 
The chief defect of those in general use is 
the want of supports for the back, which, 
physiologists assure us, with increasing- 
earnestness, are urgently needed for the 
growing bodies of our children. Their 
absence causes fatigue and improper atti- 
tudes, and gives rise to spinal curvature. 
Such supports should also be placed, while 
securing an erect attitude, so as t o hold up 
the small of the back and lower spine.* 

*The chair invented by Lois A. Bangs is being in- 
ti'oduced to correct this, and the different forms Of 
adjustable furniture notably the Chandler Adjust^ 



Education in its Physical Relations. 15 

The single or dual desk is the only one that 
can give the required relief, and, at the same 
time, allow easy movement in and out. 

When the desk is too high compared with 
the seat, it causes unequal shoulders and 
spinal twist ; when too low, a forward stoop, 
bad attitude, and injury to sight ; when too 
near the seat, compression of the chest, 
stomach, and lower body ; when too far from 
I the seat, unhealthy stoop, pressure on chest 
and abdomen, and round shoulders. 

The slope of the desk should be regulated 
on scientific principles, as affecting the atti- 
jfcude, the light, and the eye. Jt receives too 
iittle attention. 

I (5) Seats.— Th-QSQ are often defective in 

i shape. It is astonishing that they are not 

hollowed out to suit the natural curve of the 

body, and save restlessness, pain, and unequal 

pressure. The proper shape should be that 

! of a saucer, open at one side, as in certain 



able Desk and Chair overcome the difficulty about 
proper adjustment. Adjustable castings can be 
obtained to apply to old style desks and seats where 
schools cannot afford to purchase complete. 



16 Education in its Physical Relations. 

modern chairs ; but if tlie form were simply j 
hollowed, as in improved railway carriages, | 
it would be a great relief to the pupils. 

Seats are often too high, leaving the legs 
dangling. In Infant rooms, where this evil 
exists most, it is simple cruelty, checking 
circulation, and causing cold feet and other 
evils, besides making the child uncomfortable 
and restless. Our common seats are often 
much too narrow. They should be broad 
enough, as authorities tell us, to support the 
thighs for nearly their lohole length. The effect 
of such ample support is remarkable, as all 
know who have tried it, in increasing com- 
fort and ease, especially when sitting any 
length of time, and in preventing restlessness 
and pain. 

(6) Separate Cloakrooms should everywhere 
be supplied ; for on no account should hats, 
or cloaks, or umbrellas be brought into a 
class-room. Their presence there is objec- 
tionable on many grounds, especially in wet 
days — in causing bad odor, a steamy, dis- 
agreeable atmosphere, unhealthy closeness. 



I 



Education in its Physical Relations. 17 

etc. ; in disseminating disease germs, which 
are more or less fatal during epidemics; and, 
otherwise, in interfering with effective dis- 
cipline and class movements, and in lessen- 
ing the tidiness of a room. Yet most of our 
schools are imperfectly provided with cloak- 
rooms. These should have the pegs all 
numbered, and be properly superintended. 

(7) 8crapers and Mats should be sufficiently 
provided and adequately renewed. Their 
common want dirties the rooms and clothes, 
causes discomfort and dust, and lowers 
ventilation. 

(8) The want of Sufficient Covered Courts 
\ in our playgrounds affects general health 

and comfort, by the children getting wet, and 
sitting in wet clothes in school. Here, again, 
our great Boards are great sinners, even in 
new schools. More attention, however, is 
being paid to this neglect ; but, not long ago, 
jj I had to remonstrate at the inadequate pro- 
vision made in a town school. 

(9) The loater closets are still very imper- 
fectly erected, and worse looked after. On 



18 Education in its Physical Relations. 

no part of the premises have I had to report 
more frequently or more strongly, especially 
in provincial towns and country places. It 
should be part of the caretaker's daily work 
to have these cleaned, flushed, and deodorised, 
and a special duty of the Principal to see 
that this ia done. Not less should the 
teacher prevent prevalent abuses, malprac- 
tices, and objectionable writing on floor and 
walls, which are far too common. Their 
prevention truly forms part of the eflicient 
discipline of every school. 

2. In regard to School Habitudes : — 
(1) The general attitudes of our children 
are not sufficiently attended to, and we con- 
stantly see, in schools as elsewhere, a slouch- 
ing gait, round, uneven andforward shoulders, 
drooping heads, stooping bodies, and the 
like ; instead of the manly bearing that 
should be cultivated — with an erect attitude, 
well-poised head and neck, straight spine, 
firm knees, broad and rounded chest, rightly 
hung arms on equal squared shoulders, and 
other qualities of a well-built child and adult. 



II 




Education in its Physical Relations. 19 

These points should be more carefully culti- 
vated in school, and their cultivation should 
not be confined to the period of exercise, 
where exercises are given for this purpose, 
but insisted upon at all times in the general 
bearing of each pupil. With a watchful eye, 
common errors can be soon corrected, and a 
manly style substituted for the common im- 
perfect and unhealthy slovenliness. 

(2) The worst and most prevalent physical 
habit in our schools is that of folding the arms 
over the chest The slightest reflection con- 
vinces any one of its pernicious effects. 
These are totally unphysiological. Such 
a habit contracts the chest, especially during 
the softer state of the bones ; and brings for- 
ward the shoulders on the breast in a painful 
stoop, with ill-hung arms and the like. All 
our efforts should be directed to form a fall, 
deep chest, with the arms set well back upon 
the properly placed scapula. In Infant 
schools, this wretched practice is even more 
common than in upper classes. Among 
infants, its prevalence is most painful, and 



20 Education in its Physical Relations. 

must result in an incurably bad habit of 
body, and in positive injury to the growing 
lungs and ribs during the period of the soft 
and gristly condition of the bones. Yet, 
strangest of all, it is in use in our Normal 
schools ; and this fact regarding schools 
where teachers should learn the best schol- 
astic methods, is triumphantly mentioned as 
ample justification, by Infant teachers, when 
remonstrated with on the subject. At the 
same time, no teacher defends the habit when 
its effects are pointed out, and these are evi- 
dent at a glance. 

I have no doubt the origin of this practice 
lay in an endeavor to keep idle hands from 
proverbial mischief; but it is astonishing 
that better knowledge has not yet corrected 
it, especially in model schools, wliose 
methods are imitated all over the country. 
I know no better proof than this of blind 
adherence to irrational tradition. 

Easy and effective prevention of the mis- 
use of arms and hands would be secured by 
placing them by the sides, or on the knees. 



Education in its Physical Relations. 21 

I 

or behind the back. Walking with the 
hands behind the back, as sometimes prac- 
tised, is neither natural nor easy. I have 
I seen even slates carried behind the back, at 
least on examination day ; perhaps to please 
, the Inspector, an excess of zeal that need 
I not be imitated. 

Equally reprehensible with folding arms 
[ over the chest in Infant schools, is its 
adoption during singing in all classes, 
which is very far from uncommon. This 
surely needs only to be mentioned to have it 
banished for ever. 

(3) Glass Drill should receive more atten- 
tion than it does. Such drill includes proper 
attitudes in standing, moving and walking 
at all times, in stepping into and out of 
desks, in turning, facing and marching, in- 
dividually and simultaneously, in any di- 
rection. I should deprecate the use of mili- 
tary formality and stiffness in such move- 
ments in school, but should recommend an 
easy, manly, erect carriage and bodily habit, 
one to be practiced at all times, in out-door 



32 Education in its Physical Relations. 

and after life. The ease, promptness, and 
quietness of good class drill, as done in many 
schools, would secure, I am sure, its uni- 
versal practice. 

But there is much more in it than mere 
orderly class movement. It saves time, pre- 
vents the annoyance certain to occur in 
other circumstances, increases general com- 
fort, and improves discipline; above all, it 
secures active attention to all orders and 
their prompt and easy execution — altogether 
an invaluable series of habits, which pervade 
and raise all other work, and the want of 
which is, perhaps, a great source of error in 
all subjects. 

In several schools, I have seen very praise- 
worthy utilisation of the pupils themselves 
in such class drill, certain children (with 
whom it is made a point of honor) ranging 
their fellows, securing their orderly position 
and movement, and giving all commands, 
under the teacher's superintendeEce. 

I have heard not a few teachers and in- 
spectors contemn, if not condemn, formal 



Education in its Physical Relations. 23 

t class drill. This, surely, can only arise 
:, from not having seen it naturally, simply, 
. and effectively performed. Where such is 
done, the result, in physical, mental and 
moral good habit, is invaluable, and should 
J convert the most sceptical to its adoption. 
fl (4) Cleanliness and tidiness in person and 
!<Zre6'S should, of course, receive great atten- 
jtion ; and, to a creditable and increasing ex- 
jtent, they do so in most schools. I should 
.recommend, however, more active and care- 
I'ful inspection of individuals by teachers, at 
jeach meeting, than seems to be practised, as 
jShown at occasional informal visits during 
the year. A few minutes would be sufficient ; 
[and, with daily practice, these would be- 
come fewer, as cleanliness and neatness 
grow with habit. The effect on national 
health and comfort should amply repay much 
trouble on this head ; but this trouble, by 
strenuous daily inspection, would speed- 
ily be minimised, with delightful pres- 
ent and future results, scholastic and 
social. 



24 Education in its Pliysical Relations. 

To secure desirable cleanliness, ample 
lavatories and their requisite appliances 
should be provided in all schools. Without 
them, the best teacher is heavily handicapped 
in his best endeavors in this all-important 
practice of the gospel of soap and its aesthetic 
allies. 

(5) The 'position and action of the 'cocal 
organs in Singing should receive more atten- 
tion. To produce every note in music, 
special parts of the tongue, mouth and throat 
are engaged ; and the teacher should see 
that the proper organs are used to produce 
notes, and that they are properly used. The 
want of this correctness in practice gives rise 
to imperfect vocalisation, and also to injury 
of the organs themselves. Instead of the clear 
flute-like notes that should be secured, we 
hear the rough, disagreeable and ungesthetic 
sounds we are too often compelled to endure. 
The position of the teeth and mouth is too 
seldom what it ought to be. There is too 
seldom seen the open, rounded aperture that 
good singers form. It is matter of no little 



EducaMon in its Physical Relations. 25 

surprise that even technical music masters in 
our schools do not correct such errors of 
mouth and teeth, patent even to the eye; not 
to speak of the other organs, more or less 
hidden from sight. The action of ' 'Adam's 
apple " is easily observable, and, to a com- 
petent teacher, becomes a very good indicator 
of the character of the vocalisation.* 

On account of the technical knowledge 
required for the proper training of true tone 
and time, and the related scientific parts of 
musical teaching, I strongly recommend the 
more or less exclusive employment of visit- 
ing music masters for such training of voice, 
for the modulator, and for theory — the prac- 
tice of pieces being largely left to the regular 
staff of the school, in which it should be 
made a delightful alterative to harder work. 

This training of voice ought to be made a 
special point in the pupil-teacher classes 
conducted by music teachers. If it were, we 
should speedily effect a happy improvement 



*Fiir admirable directions on this subject see 
" Beading and Speaking," by B. G. Smith. 



2G Education in its Physical Relations. 

in the timbre, purity, sweetness and expres- 
sion of our school singing. 

TG) The position and action of the vocal 
organs in Speaking require equal attention, 
though less generally understood and pract- 
ised than in singing. How little, in practice 
at least, does it seem to be realised, that 
there exists a voice scale for speech as much 
as for song — one requiring equally regular 
and skilful training! Yet such is the case, 
with tones and semi-tones, major and minor 
modes, and varied modulations. This speak- 
ing scale should be practised like the singing 
scale ; and the more difficult scale of speech 
is greatly assisted by that of song, and can 
be secured alongside of it. Daily, at each 
reading lesson, a few minutes would be pro- 
fitably spent in revising and extending the 
voice scale, thus rendering the voice flexible, 
and placing it easily within the power of 
the child. Such vocal practice would 
speedily banish the painful monotony 
of enunciation so prevalent in our schools, 
which is a potent cause of the 



Education in its Physical delations. 27 

poor reading reported on by all ex- 
aminers. 

In both the song and voice scales, the 
practice is mainly physical, as in gymnastics, 
and only becomes effective by regular and 
fr-equent exercises. 

In connection with both scales, the position 
of the rest of the body is an important 
element in success. The frame should be 
standing and erect, the chest well expanded, 
the lungs well aerated and their movements 
easily at the child's command, the shoulders 
well back, the lower trunk readily prepared 
to assist the chest, and the neck , throat and 
head in true position. Yet how rarely do 
the physics of reading and speaking seem 
known ! Their practice, at least, is greatly 
forgotten. 

The foregoing violations of physical law in 
educational practice have been chiefly physi- 
cal. Let us turn now to 



28 Education in its Physical Relations. 

II. Phtsico-Mental Violations. 

1. The neglect of Frequent- Intervals in 
school iDork. 

The importance of these cannot be- too 
much pressed. I am sorry to say emphat- 
ically, that it still seriously needs to be 
pressed, especially in our cities : and I speak 
decidedly for the portion of the great city 
with which I am associated. It cannot be 
sufficiently repeated, that there should be an 
interval, at the end of every hour of the school 
day^ for the children to get out into the open 
air, to romp about ; it need not be long, but 
it ought to be provided without fail. 

For myself, I feel active gratitude to the 
masters of the school in which I was educated, 
that they adopted such a healthy rule. The 
beneficial effects on teacher, pupil, and work 
are too numerous to mention in detail. In 
addition to physical benefits, such intervals 
invigorate the whole system, physical and 
mental, relieve strain and tedium, allow fall 



Education in its Physical Relations. 29 

ventilation of rooms, increase mental appe- 
tite and concentration, dissipate intellectual 
dullness and fog, which greatly arise from 
physical causes, lessen the need and amount 
of interruption for bodily relief incidental 
to long sederunts, improve discipline in many 
ways, help to dispel irritation in both master 
and scholar, and give to both a new start 
with the new hour. 

2. The neglect of Alteratives in school work. 

The central principle in the use of frequent 

i intervals is the fact on which all organisms 

' are based, that mind and body are in a con- 

I stant state of change, which necessitates 

variety of employment ; and that the brain, 

i being imperfectly developed in a child, is 

incapable of sustained effort, in the same 

direction, for any length of time, without 

detriment. Continual change of effort is 

necessary for healthy development of both 

body and brain. Concentrated attention in 

one direction for too long a period involves 

possible danger ; and the younger the child, 

the greater is that danger. Physiologists 



30 Education in its Physical Relations. 

who have studied the educational relations 
of their subject (and happily they yearly in-; 
crease in number) have investigated th( 
length of time during which a child cai 
healthily give continuous attention to om 
subject at a time. As formulated by Edwii 
Chad wick, and endorsed by physicians, they 
have arrived at the following conclusions : — 
That, from five years of age to seven, a child 
can attend to one subject, that is, to a single 
lesson, for only fifteen minutes; from seven to 
ten, about twenty minutes; from ten to twelve, 
about twenty-five minutes : from twelve to 
sixteen or eighteen, about thirty minutes ; 
and that the total amount of work that ought 
to be exacted from any one in a day should not 
exceed a maxi mum of ten hours for young men , 
grading downwards to two and a half or 
three hours a day for children under seven. 
Our daily practice in school is, I fear, in more 
or less constant violation of these wise and 
kindly results of science, and some reform of 
our procedure is urgently demanded for the 
sake of health and progress. 



Education in its Physical Relations. 31 

All this forcibly shows the need and wis- 
dom of the regular use of what may be called 
Alteratives in all our school work, from the 
highest to the lowest ; their number and 
variety to increase, the younger the child. 
Some of these Alteratives I now proceed 
briefly to point out : — 

(1) The most obvious is that of frequent 
change of subject, guided by the principle that 
the subjects successi'vely studied should exercise 
faculties as diverse and contrastive as possible ; 
for the sake of relieving the faculties already 
employed and exercising those that have 
been more or less idle. This should be the 
chief consideration in constructing the Time- 
table of work for any class. Yet, though 
this is, of course, a common-place in all text- 
books, it is not by any means sufficiently 
acted upon. Its neglect is a blunder in 
tactics, a source of weariness to teacher and 
taught, and a hindrance to progress. 

(2) Most lessons should be sliorter than they 
generally are. In the Infant-room, as already 
seen, they should not latt above a quarter of 



32 Education in its Physical Relations. 

an hour at the same thing, without a change ; 
and, up to the Intermediate Grade, not over 
half an hour. In fact, I am sure that we 
should obtain higher and better results by 
having no lesson on the same subject, even 
in the highest class, above half an hour in 
length. Better far, Relieve the faculties em- 
ployed during half an hour, and return again 
to a subject, than continue for another half 
hour with waning power and interest. 

(3) Physical exercises sJiould be I'egulouidy and 
frequently interpolated into all school study. 
School lessons are, as a rule, more or less 
sedentary, and tend to produce restleesness, 
which increases according to the youth of the 
child — that is, as the organism is less de- 
veloped. This restlessness arises from the 
non-use of certain organs, contrary ^o the 
law of development, that of exercise ; and 
from the stream of poisonous venous blood 
becoming sluggish, and from its purification 
in the lungs being retarded. The brain also 
becomes gradually over-charged with blood, 
by the work exacted from it. Hence the 



I 



Education in its Physical Relations. 33 

need of some easy means of accelerating the 
circulation, relieving pressure, and renovat- 
ing the system. It is obvious that this can 
be best done by some muscular exercise. 
Such exercise, of necessity, at once creates 
an immediate flow of blood to the muscles 
brought into play, while dispelling the grow- 
ing restlessness. This increases the move- 
ment of venous blood all over the body, 
lessens its pressure on the brain, returns it 
to the purifying lungs, where it receives new 
nutriment, and sends a healthy stream of the 
vital fluid to every part of the system, and 
specially to the brain, which it strengthens 
for renewed effort. 

Hence arises the practical wisdom of inter- 
jecting at frequent intervals, certain!}'' not 
less than half an hour, some physical exer- 
cises, which the children should stand and 
perform. These need not be long, but they 
should be smart, vigorous, and pleasant. 
As has been wisely said, b}- such a proceed- 
ing, by getting the blood out of the brain , 
and by the muscles tingling with a hearty 



34 Education in its Physical Relations. 

glow, both teacher and scholar "would go 
back to work so refreshed as to quickly 
make up, both in quantity and quality of 
their work, for the time lost."* 

But, though all this is so sensible and so 
obvious, how much is it practised in our 
schools ? Alas ! too little, far too little, by 
the wisest ; and, in too many cases, I fear, 
not at all. It is too seldom done systematic- 
ally, and of set aim, for relief and renova- 
tion. 

(4) There is no more effective or delightful 
reno^oator of loaning energy than Music. Yet, 
will it be believed, in many schools, and not 
less in Glasgow, it is never heard at all in 
the standard classes, except at the one hour 
or half-hour a week formally set apart for 
singing ! I merely state a fact, however 
astounding, and draw attention to a neglect, 
both painful and unwise. The exhilarating, 
renovating, and elevating power of song at 
all times, and especially in school, with its 



* " How to Get Strong," by "V^. Blaikie. 



4 



Education in its Physical Relations. 35 

trying sedentary work, is a hackneyed theme 
that surely needs here no new advocacy. 
But it is the old, old story of the divergence 
between faith and works, between doctrine 
and deeds. 

Again, and again, have I heard a teacher, 
when remonstrated with for the neglect of 
this vitalising and regenerating agent, 
gravely look me in the face and assure me, 
without a blush, that he had not time for 
such things ! Waxing argumentative, he 
has told me that the pressure of work was so 
great that music could only be done at the 
time stipulated on the time-table ! As well 
might a general contend that the daily 
marches required of his soldiers to gain a 
certain point of vantage were so severe, that 
he must silence the music that should 
strengthen them to reach it. 

The neglect of Music in our schools for 
renovation and exhilaration, is simply serious. 
No teacher in any class who is capable of 
singing should pass almost an hour without 
a bright burst of sweet and joyous song. No 



36 Education in its Physical Relations. 

teacher should certainly be appointed to a 
Primary school anywhere who cannot sing ; 
and yet this is not uncommon. The teacher 
that does not use music as a battle-march 
for his youthful army is throwing away his 
choicest means of victory. 

(5) The continued Renewal of Interest dur- 
ing v)ork is an invaluable vitaliser. Much 
of the school study that must be gone through 
is dry and dull, and no means should be 
neglected to dispel ennui and create pleasure. 
A skilful teacher, by his treatment of almost 
any subject, can make it more or less inter- 
esting and pleasant, by illustrations and the 
like, and by the energising exercise of 
intelligence. Nothing generates interest bet- 
ter than the wise and "pleasant exercise of in- 
telligence in all subjects, even the driest. It 
is this power, more almost than any other, 
which distinguishes the true educator from 
his commonplace brethren. 

But all teachers should make some effort 
to renew interest and energy, by special 
efforts for this end. There are various ways 



Education in its Physical Relations. 37 

of doing this, such as the teaching of more 
interesting lessons between harder ones, as 
those of Geography or History, in all the 
lower standards, between the dry "three 
R's ;" the telling or reading of a story, as a 
reward for good work done, especially if 
such story bears on some part of other 
lessons ; the showing and explaining of a 
pretty picture, or other beautiful or interest- 
ing object, brought for the purpose. The 
whole aim is to relieve overdriven faculties 
in dealing with duller subjects, and thus 
secure fresher, firmer work, in accordance 
with mental and physical law. 

(6) The need of a broader curriculum in the 
loioer classes is urgent. It has always been 
painful to me to see that the work of our 
younger pupils in the lower standards, as 
prescribed in Codes and practised in schools, 
still continues so exclusively confined to the 
melancholy grind of these mere tools to real 
work, reading, writing, spelling, and number 
work. The only light shed on the gloomy 
path is the cultivation of intelligence in the 



88 Education in iU Physical Relatione. 



11 



reading lessons, which is too often made' 
mere mechanical memorising of weariness. 
Geography and History should certainly be 
simply taught in these standards from the 
first. One is glad to see, in England, some 
attempt made to correct this abuse of child- 
hood in these early years, which so keenly 
craves for sweeter and more substantial 
food. 

It is also a pity that the interesting and 
training lessons of the Infant Department 
should, as a rale, be suddenly and finally 
stopped at the Infant room door. There 
exists, in our common schools^ a sharp and 
foolish dislocation of the scholastic strata, a 
great "fault" in every sense of the word, be- 
tween the Infant room and the rest of the 
school, in regard to such work. Few things 
require more urgent correction than this 
extraordinary blunder in real education and 
training. General gallery lessons of a wide 
range ought, beyond question, to be con- 
tinued in all the standards, especially in the 
II. and III., as an important part of their 



Education in its Physical, Relations. 39 

daily work. Their teaching would more 
than repay itself by increased interest, in- 
telligence and renovation, and even by better 
standard results. 
I (7) The preser'oation of the Cheerfulness and 
Natural Vi^iacity of children is of vital im- 
j portance to training and success in school 
' work. All healthy activity is Joyous in all 
creatures. Instinctive joy, indeed, seems a 
ji necessary condition of all real growth ; and 
I its suppression is a grievous mistake, both 
physical and mental. No child can be truly 
J and healthily developed withoutgladness, any 
more than a plant without sunshine — so 
I both physiologists and educationists tell us. 
I As one says, — "Under the rule of cheerful- 
! ness, the intellectual faculties attain a 
j quicker aad more vigorous growth. With 
a cheerful spirit, we think and judge more 
acutely and accurately. Children bring 
cheerfulness and mirth as a natural gift into 
school, provided these have not already been 
suppressed by an unnatural education. 
At school such dispositions ought to be 



40 Education in its Physical Relations. 



41 



cultivated and encouraged." The truth of 
these words all teachers feel. How sweetly 
everything moves, how pleasant is effort, 
how happy is progress, when all is bright 
and cheerful in school, externally and inter- 
nally. But how unhappy and unprogressive 
when work is done under a cloud of dulness 
or moroseness I As Dr. Roberts truly re- 
marked at the late Educational Conference 
in Manchester, — " There is no feature of 
educational discipline which Is so injurious 
to mental and physical development as its 
tendency to suppress the joyous vivacity of 
childhood. 

In nothing do schools vary more than in 
the presence or absence of this undefinable 
element of Cheerfulness. It is not at all so 
common as it ought to be ; but I do think 
that, under our improved school conditions, 
with growing power and skill, it is gradually 
increasing. Under the old rigid rule of the 
ancient order of dominies, now almost ex- 
tinct, it was far too often forbidden fruit. 
Where it exists, it is priceless ; charming as 



Education in its Physical JRelations. 41 

summer air or the breath of spring to 
teacher, pupil and examiner. I lately visited 
a school where I was constrained to use the 
unofficial word " delightful " in describing its 
genial tone. 

Would that it were universal ! I dare say 
it does exist in schools more than we ex- 
aminers perceive; for examination is, and 
must greatly be, attended with more or less 
of constraint than ordinary work. But where 
it really exists, it must always be felt, even at 
inspection, if the Inspector has any faculty to 
catch its aroma. It is, perhaps, best de- 
scribed by that indefinite but expressive word 
"tone," as an element in discipline; and in 
' ' tone," the soul is geniality and cheerfulness, 
combined with high morals. Schools could 
be classified without much difficulty under 
this head — with, no doubt, curious and start- 
ling results ; the high percentage establish- 
ments not generally standing highest here. 

But the absence of cheerful geniality is 
not at all uncommon in schools. We enter 
schools where an east wind seems constantly 



42 Education in its Physical Relations. 

to blow, where a moral and intellectual chill 
freezes all, as from the near presence of an 
Iceberg, and where a smile is a crime. I speak 
in all seriousness — such schools exist. Do 
let us set ourselves to banish such cold from 
our schools, and allow the rays of Joy to shine 
more and more in our own and our children's 
hearts. The source of such delightful warmth 
is the teacher, primarily, if not exclusively. 
Where he is sunny, the school is bright; 
where he is gloomy, the school is dark. This 
difference of tone is often strangely felt in dif- 
ferent rooms of the same school ; and even in 
the same room, with the same children, under 
different teachers. In this, and in all else, as 
is the teacher, so is the school. 

(8) But this cultivation of cheerfulness 
might well and wisely be carried further than 
even genial schoolmasters seem to think 
possible. The greater use of Humour and 
Laughter in all school worh is desirable, both 
as alteratives, and as trainers of neglected 
faculties. As was remarked above, "chil- 
dren bring cheerfulness and mirth as a natural 



Education in its Physical Relations. 43 

gift into schooi, provided these have not 
already been suppressed by an unnatural edu- 
cation." It would be better for all schools if 
these were not suppressed when they enter 
there, but developed and utilized for educa- 
tional ends. The popular opinion, it is to be 
feared, regarding schools and schoolmasters, 
is not one much associated with humour or 
mirth ; though that opinion is gradually be- 
coming pleasantly modified by facts, as the 
importance of joy in school life is appreciated 
and acted on, and as teachers are becoming 
less official and more human than of yore. 

I repeat it emphatically — Laughter should 
be more welcomed in all teaching than it 
seems to be ; and humour should be more 
utilized. Genuine laughter is as valuable a 
vivifying, brightening agent in school as out 
of it, and it should be actively stimuJated by 
teachers, for its admirable menial and physi 
cal effects. Yet it is not at all uncommon to 
see its spontaneous cracl^le at examination 
carefully, if not sternly, suppressed by the 
warning look and hand of the teacher. 



44 Education in its Physical Relations. 

The over-strict silence exacted in some 
schools is simply painful. It is the sup- 
pression of joyousness and the production of 
fear ; and it is incompatible with healthy in- 
fluence. One of my own teachers allowed, at 
intervals, a few minutes' talk to his pupils, 
when they could converse with their neigh- 
bours without restraint; and this was attend- 
ed with happy results. I recommend the 
practice. It lets off suppressed steam, and it 
is a touch of nature amid much necessary 
formalism. 

But more than this, I hold that Humour, 
as a faculty, should receive special cultivation. 
How little does this seem to be realized in our 
reading books ! Letters such as Hood wrote 
to his grandchild at the seaside, I have occa- 
sionally seen in school books, butvery rarely. 
Though these collections are yearly becoming 
brighter and broader, this element seems as 
yet not to be thought necessary or desirable. 
It ought certainly to be included, and would 
produce mutual pleasure to all concerned. 
Children naturally delight in its exercise ; and 



Education in its Physical Relations. 45 

it would be a valuable human element in 
school work, too rarely present, amid the 
pressure of school percentages and the pursuit 
jof tabulated " results." 

But what of the discipline, and, much more, 
the highest discipline grant, under such free 
land easy pleasantries? The discipline would 
be better and truer, and the grant more se- 
cure; provided always that the discipline is 
jreal and thorough at bottom, though crowned 
iwith this crest of sparkling foam. But it 
must be confessed that it requires a firmer 
hand to manage the vivacious steeds of child- 
ihood, if occasionally allowed such easier rein, 
than under the rule of the lash or the dominion 
of fear. But how much truer, deeper, more 
educative and valuable all work and discipline! 

3. The Over -use of Memory — a physical, as 
loell as mental, suppression and evil. 

Memory is the scholastic slave, the over- 
driven drudge, that is compelled not only to do 
her own work (which is hard and important, 
enough), but the work of most other faculties. 
{She has so many ill-assorted burdens to bear 



46 Education in its Physical Relatione. 

that she soon loses strength and spirit, and, 
like all over-worked servants, is continually 
dropping the most valuable articles, generally 
when they are most needed ; instead of being 
the bright and active help she is willing and 
fitted to become, if kindly used and properly 
fed. 

Of course, memory is one of the most valu- 
able faculties with which man is endowed, 
and one of the most important in education 
and culture ; so m'lch so, that Professor 
Bain bases his main definition of education 
upon it, when he says, '' The leading inquiry 
in the art of education is, how to strengthen 
the memory,* — though I am sorry he has 
placed memory so much in the foreground, 
with its prevalent and overwhelming abuse. 
But it is not sufficiently understood that there \ 
is no separate special faculty of memory in our 
constitution, as is generally conceived ; but 
that each faculty possesses its own power of 
memorizing — that is, storing — and of recall- 

* " Educatiou as a Science," p. 8. 



Education in its Physical Relations. 4:7 

ing its own impressions. What is generally 

j called "memory " is merely Verbal Memory, 

7I or the memory of the faculty of Language ; 

S and it is this faculty that is so much abused 

t| in school work. Here it is that we have more 

|real " over -pressure " than anywhere else in 

school work. The grind to which the child 

lis thus subjected, in the many subjects 

,j taught, becomes a slavery of 1 he very hardest 

jkind, and seriously affects his health, vivacity 

land joy. Indeed, as put by Mr. Charles G. 

Leland, the eccentric but wise educational 

philanthropist, " The disease of this day in 

^education is over-taxing of the memory." It 

does more than all else to deteriorate the 

mental and physical health. But, as he 

hopefully assures us, "for all diseases there 

^are remedies." 

What is the remedy for this memory dis- 
\ ease ? The chief cure lies in a practical 
precognition of what I have only hinted at — 
the psychological and physical fact, that 
every faculty when exercised upon any sub- 
ject, becomes its oicn natu7'al memory. If we 



48 Education in its Phydcal Relations. 

were wise as educators, we should exercise 
these other faculties more than we do. Re- 
tention, or memory, would be the natural 
result of such exercise, apart from the ser- 
vices of mere verbal recollection. Thus, we 
ought to employ the faculties of perception, 
observation, comparison, and reasoning, as i 
the greatest instruments of our training ; and 
these, hy their mry exercise, would become 
the real memory whose services we so much 
desire in education. 

In nothing is the mistaken abuse of verbal 
memory, and the neglect of these higher and 
more important faculties, better seen than in 
the teaching of Meaning. Here one lingual 
coin is generally changed for another, both 
being equally unknown ; while small change, 
or periphrastic meaning, is too little asked. 
We forget that every word is truly a coin, 
and bears an inscription which, in most cases, 
can be deciphered with more or less ease — 
requiring frequently, no doubt, to be rubbed 
up like other inscriptions, but seldom quite 
obliterated. It is our business, as teachers, 



Education in its Physical Relations. 49 

to exercise the perceptive and reflective 
powers of a child in reading these lingual 
i ascriptions, thus training intelligence, ener- 
gising faculty, and securing thorough reten- 
tion. In this way, the meaning is borne by 
each word itself, and not by the universal 
slave, verbal memory. 

In teaching the meaning of appreciate, for 
example, instead of making the child merely 
grind up — generally from a book, or worse, 
by the ear — that it signifies to think well or 
justly of a person, we should direct his at- 
tention to the fact that the word has in it 
another form of the word, price, which 
he knows ; and that it tells, to the 
eye and ear, its own meaning — that of 
putting the true price or value on anything. 
By this means, the word itself becomes, as it 
were, its own memory, and carries its own 
meaning, which the scholar is made to de- 
cipher by the judicious and delightful exer- 
cise of observation and intelligence. 

I know nothing more calculated to cure 
the epidemic of diseased memory, so preva- 



50 Education in its Physical Relations. 

lent in our schools, than such educative 
exercise of the higher faculties, each willing 
and able to bear its own burden of recollec- 
tion ; with abused verbal memory as a willing 
coadjutor, when effectively utilized for its 
own invaluable function to real education, 
while kept in its subordinate place — that of 
labelling the real things conquered by other 
faculties. 

The true principle of guidance here is not 
so much Res non m^ba (Things not words), 
which is an excessive statement by way of 
protest against prevalent tendencies, as Res 
cum 'oerhis (Things with words), realities first, 
and names affixed to these alongside of them. 

4. Pressure on our Infants — fro7n inade- 
quate Infantine Training. 

It cannot be too strongly impressed upon 
our teachers that the work of the infant sec- 
tion should consist much more in exercising 
the faculties, moral, 8Bsthetic,andintellectual, 
than in conveying information and securing 
a certain dexterity in reading, writing, and 
counting. Intelligence exercised upon reali- 



Education in its Physical Relations. 51 

ties, with a sparing but growing use of diffi- 
cult words (an evil far too common when object 
lessons are attempted) should leaven every- 
thing that is done. The dreary husks of the 
"three R's," instead of being made the 
staple or the whole of the child's occupation, 
should form only an inferior, though an 
ntegral and increasing, part of the work, 
interpolated into the other more educative 
and attractive exercises. The best talent of 
the school should be employed in this de- 
partment. Zet we have, in ignorance, been 
accustomed to allocate it to the most juvenile 
and weaker members of the staff, to embryo 
pupil-teachers and candidates. 

If an adequate course, truly infantine and 
educative, with the increasing use of adapted 
kindergarten principles and practice, were 
introduced into all our schools, it would be 
attended with most important, if not sur- 
prising results. Tt would attract our children 
at an earlier age than is usual, lay a firmer 
foundation in actual acquirement for after 
work, prepare them for doing it with awak- 



52 Education in its Physical Relations. 

ened faculties and active intelligence, and 
generally raise the thoroughness of the whole 
subsequent course. Such an early training 
would also remove the necessity for resorting 
to acknowledged imperfect methods for pro- 
ducing paying results, as in Arithmetic, and 
help to lessen or prevent the over-pressure in 
the lower classes that the want of such train- 
ing is apt to induce. 

B. — The Systematic Teaining of the Body 
— Physical Education. 

The tiDO systems of Physical Training. 

There are two ways in which Gymnastics 
may be carried out — either loith or loithout 
Apparatus. 

(1) Gymnastics without Apparatus. — The 
Rational Gymnastic System of the great 
Swedish educationist, Ling, is one of the 
most complete in existence, and is practiced 
without apparatus, by what are known as 
Free Exercises, that is, exercises free or 
apart from apparatus. So that the best 
physical education can be secured for our 



Education in its Physical Relations. 53 

children without any expenditure for costly 
plant, or even gymnasiums or special rooms ; 
the open space in our school-rooms being 
quite sufficient. The one thing needed is an 
instructor that knows the system, which 
requires special knowledge. 

With such instruction, our teachers can, 
at various times during the day, by way of 
desirable alterative, interpolate these valu- 
able training exercises into harder work. 

(2) Gymnastics with Apparatus.—Wheve 
apparatus is used, there are several systems 
available, the best are Swedish System of 
Gymnastics, by Nils Posse, the Teacher's 
Hand Book, by the same author and Dr. 
Enebuske's. 

C— An Existing Special Foem of Ovee- 
Peti;ssure. 

There is one kind of pressure suggested, 
and, I should hope, proved in this paper, to 
be both possible and actual. It may shortly 
be described as driving too hard and too 
straight for certain technical ''results.'' The 
pursuit of these, 1 maintain, should be less 



54 Education in its Physical Relations. 

direct, and should be ameliorated by the 
iatroduction of certain recuperative ele- 
ments. These would not only relieve the 
existing strain, but secure those very results 
more successfully and soundly, while broad- 
eniag our school training and supplying the 
clamant neglect of important parts of our 
constitution. It would be our wisdom, as a 
people, to face the Physical education of our 
people in a vigorous and practical form. 

It would be to our advantage, as teachers, 
to introduce into all our harder technical 
work, relieving, recuperating, and pleasing 
alteratives, herein described; for the sake of 
the educative alteratives themselves, and for 
the attainment of desired technical ends, and 
the improvement of national health and 
symmetry, happiness and progress. Of few 
can it be said: 

" Right up Ben Lomond he could press. 
And not a sob his toil confess." 

To ui^ge most men to imitate Allan Graeme in 
this, would be folly ; to compel a cliildto do it, 
would be cruelty. Yet have we not uncon- 
sciously been doing something of this in 



Education in its Physical Relations. 55 

guiding our children up the Ben Lomond of 
learning, which we desire them all to climb ? 
Have we not driven too straight ahead up 
the difficult steep, and tired and harmed both 
them and ourselves ? 

Would it not be far wiser to adopt the old 
advice of festina lente — to hasten slowly ? 
Would it not enable us to reach the summit 
more rationally, pleasantly, and successfully, 
if we were to lead the children by gentler 
gradients, to teach them to examine the 
wild flowers ihat adorn the hill, to admire 
the scenery that surrounds them, to examine 
the structure of the mountain itself, to view 
the wide landscape of life thus seen in truer 
proportions and in better relation to each of 
its parts and to the whole, to allow needed 
resting places for quiet intercourse and plea- 
sant human amenities, and at last to reach 
the top strengthened and instructed ; the 
better prepared, vigorously and happily, to 
traverse the mountains and glens, the crags 
and bogs of the rugged plateau of after-life, 
in the search in which we are all engaged — 
that of permanent felicity. 



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Per Dozen $10.00. 



WILLIAM BEVERLEY HARISON, 

59 FIFTH AVENUE, 



NEW YORK OirY. 
63 



« 



STANFORD SERIES 



OF 



Size (uniform), 5>2x60 inches. 



This is considered the most accurate and 
best of the several English series of Maps : 

COMPLETE SEKIES. 

Eastern Hemisphere. Africa. 

Western ** Anstralasia. 

Norlli America. United States. 

Soutli ** Britisli Isles. 

Europe. England and Wales 

Asia. Holy Land. 

UNIFORM IN PRICE. 

On Common Roller, - - $5 00 each 
On Spring Roller, - - - $6.00 " 

SCHOOL SET OF EIGHT MAPS. 

On Common Roller, - - - $32.00 
On Spring Roller, - _ - - f 40.00 
Portable Spring Rollers, $1.(>0 per map extra. 

WILLIAM BEVERLEY HARISON, 
5D Fifth Avenue, New York City. 

63 



Patent Binding Klips, 

Adopted b> the D. S. Government and public 
libraries generally. 



Tie Dest Binder lor PaiiiDlilets,Catalognes,ReDorts, &c. 



Will hold a plant press, or two pie ces 
of wood that you wish to glue together, 
or the cover on a book, or a flag on a 
flagstaff, or anything else better than 
any other device. 

Made in 6 sizes Nos. 1 to 6. Opening 
\\\\\\ If and 21 inches. Nos. 1 to 3, 
5 cents each ; 4 to 6, 6 cents. Opening 
keys, 15 cents per pair. 



WILLIAM BEVERLEY HARISON, 

59 FIFTH AVENUE, 



NEW YOEK CITY. 
64 



BIRD'S EYE VIEW MAP 



OF THE 



UNITED STATES 



This map is excellent as an aid in classes, 
especially as a clear explanation of the 
physical appearance— looking at a point 
above Mexico the entire country lies spread 
out at your feet, giving as nearly as possible 
the exact appearance of the country itself. 



Price on Common Rollers, - - $10.00 
" ** Spring " . - $15.00 



WILLIAM BEVERLEY HARISON, 

59 Fifth Arenue, New York City. 



ONE PIEGE^ '/ 

ADJUSTABLE BOOK COVER. 

Patented U. S., Canada, England. 

Ready gummed and adjustable to fit any 
sized book. Especially adapted to public 
school use, as there are no joints on the back 
and sides to come apart. Preferable to the 
non-adjustable covers as no list of sizes nt 
be kept by school superintendents, No. 
fitting all small books, No. 2 all small gee, - 
raphies, No. 3 all large geographies. 

Price per 100. 
No. 1, $1.50, 2, $2.50, 3, $3.i 

Contract price to Boards of Eiliya^oii, in lots 
of 1,000 or more per 1,000. 

No. 1, $12.50, 2, $17.50, 3, $25.00. 

{Prices inchode printing and expressage.) 

WILLIAM BEVERLEY HARISOK 

School Supplies, 

59 FIFTH AVE., N' ^' ^^^^' 



